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It’s Volcanic!

It’s Volcanic!. Presentation By: Raquel Fusick , Gina Bradshaw, Vanessa Hipkins and Stacey Longeau. Context. Grade: 7 Location: Midwest

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It’s Volcanic!

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  1. It’s Volcanic! Presentation By: Raquel Fusick, Gina Bradshaw, Vanessa Hipkins and Stacey Longeau

  2. Context Grade: 7 Location: Midwest Learning Goals: Students will understand that (1) volcanoes often occur where oceanic and continental plates collide and (2) earthquakes are also related to plate tectonic activity.

  3. Engage • Reading the play The Wrath of Vesuvius – this ignited students interests and motivated them to learn more. • Brainstorming activity: “What are some words associated with volcanic eruptions?” • Using these words, students worked individually to create concept maps and made connections between these terms. • Question: Why do you think volcanoes erupt? • The teacher used these responses to help decide what to teach next.

  4. Concept Map

  5. Engage • Focused on three questions: • Where are volcanoes formed? • Why are they formed there? • What is the relationship between volcanoes and other catastrophic events?

  6. Explore • Graphic organizers (three columns): “Where Volcanoes Occur” “The Different Types of Volcanoes” “Materials That Erupt from Volcanoes” • Read the novel The Volcano Disaster to achieve a personal connection (as students read they completed book summaries and added data to their organizers). • Maps of the world were used to locate where volcanoes have occured.

  7. Explain • Introduced the idea of continental drift. • Puzzle activity • Map of the earth showing major plates, their direction of movement, and their approximate speed. • Compare previous volcano maps with plate maps. • Ignored Hawaii because it was formed in a different way (alternate strategy). • Examine diagram of subduction zones (shared information through a jigsaw approach).

  8. Elaborate • Final question: What is the relationship between volcanoes and other catastrophic events? • Listed events related to volcanoes. • Reflect and write a memoir: “Think back about what you know about volcanoes, earthquakes, and plate tectonics. What is one question you still have?” • These questions lead into a new 5E cycle in the volcanoes unit. Student Questions; What’s up with Hawaii? How do tsunamis fit in? Why don’t all volcanoes have lava?

  9. Evaluate • Students create final concept maps. • The teacher looked for the number of terms, the accuracy of the connections, and the complexity. • Not only were the teachers able to assess the students, but the students were able to see their own growth.

  10. Concept Map

  11. Assessment Strategies • Engage: brainstorming and pre-unit concept mapping • Explore: making a claim • Explain: volcano explanation and labeled drawing • Elaborate: memoir • Evaluate: post-unit concept mapping

  12. Teacher’s Role • Facilitators: poses questions, keeps the students on task, provided instructions for student exploration, maintain structure in the classroom, observe and listen, model and guide.

  13. The End!

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